scholarly journals Smart learning technology for computer programming driven by research related to COVID-19

2021 ◽  
Vol 11 (2) ◽  
pp. 88-99
Author(s):  
Ramona Markoska
Keyword(s):  
Higher Education ◽  
Programming Languages ◽  
Computer Programming ◽  
Learning Technology ◽  
Digital Learning ◽  
Work Experiences ◽  
Education Students ◽  
Smart Learning ◽  
Educational Processes ◽  
C Programming

The restrictions imposed by COVID-19 have significantly affected the reorganization of educational processes, including the process of computer programming learning in higher education. The work experiences in teaching programming languages in higher education have served as an idea for the development of smart learning technology, as a complement to the pre-existing ecosystem for digital learning, in particular C++ programming, in higher education. This paper aims to present the realization of smart learning technology, describes its use and provides information about the level of acceptance of higher education students. The opinions and experiences of the students who used the technology, during the summer semester of 2020, were obtained through an anonymous questionnaire, prepared by the author of the paper. The results were obtained during implementation of the curriculum in advanced C++ programming in the Faculty of ICТ. The results show the potential for wider application of this Smart Learning technology, especially in technical areas. Keywords: C++; covid19; programming; smart learning, technology  

scholarly journals Higher education students’ experiences of digital learning and (dis)empowerment

2018 ◽  
Vol 34 (3) ◽  
Author(s):  
Cristina Costa ◽  
Mark Murphy ◽  
Ana Lucia Pereira ◽  
Yvette Taylor
Keyword(s):  
Higher Education ◽  
Participatory Culture ◽  
Digital Learning ◽  
Critical Education ◽  
Education Students ◽  
Academic Field ◽  
Meaningful Participation ◽  
Learning Practices ◽  
Learner Agency ◽  
The Stability

This paper focuses on learning practices in higher education in relation to a digital participatory culture. Using key principles of critical education, the research set out to explore higher education students’ sense of agency online – or lack of it –as part of their formal learning practices. The research found that although students were proficient Web users, they did not exercise their learner agency beyond what they assumed to be expected of them, thus evidencing the stability of their learning habitus in relation to the learning conventions associated with the academic field. Perhaps more surprisingly, however, is students’ perception of the Web not only as a space of student participation, but also as a space of student surveillance. Such perceptions constitute real obstacles to meaningful participation as a form learning.

scholarly journals Digital Culture and Learning in Higher Education After COVID19: A Collaborative Approach in a Virtual Environment

2020 ◽  
Vol 3 (2) ◽  
pp. 17
Author(s):  
Lúcia Ana de Souza Lopes ◽  
Marili Moreira da Silva Vieira
Keyword(s):  
Higher Education ◽  
Critical Reflection ◽  
Methodological Approach ◽  
Private University ◽  
Pedagogical Practices ◽  
Digital Culture ◽  
Digital Learning ◽  
Education Students ◽  
Interactive Tools ◽  
Language And Literature

This article is the result of a critical analysis of the incorporation of Digital Culture into methodologies and interactive approaches that drive collaborative and meaningful learning processes for higher education students. We will analyze a specific course, Science, Technology and Society in Arts, Languages and Culture, with students from the 1st. Semester of the Portuguese Language and Literature for Teacher education Course of a Private University. Our goal is to demonstrate the planning, implementation, and learning outcome in a course with a hybrid methodological approach that makes use of interactive tools in the students' learning trail. We will highlight an interactive evaluative activity that consisted in the construction of a collaborative mural using the Digital Padlet tool as a resource for a critical reflection done by students on the chapter of a book from the basic bibliography: "What is Society?" (Bazzo, 2003). We adopted the qualitative analysis of the data from the Collaborative mural itself and the records of the students' Digital Learning Diaries, which was performed after the collaborative activity. This allowed us to observe the relationships between the methodological approach, the use of digital tools and the perception of significant learning in higher education, as well as to establish a critical reflection on the incorporation of digital culture in pedagogical practices.

scholarly journals TRANSFORMATIVE DIGITAL LEARNING IN THE CONTEXT OF HIGHER EDUCATION: COMPARISON OF TRADITIONAL AND TRANSFORMATIVE CONCEPTS

2020 ◽  
Vol 4 ◽  
pp. 691
Author(s):  
Olga Vindača
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Learning Process ◽  
Research Problem ◽  
Educational Institutions ◽  
Digital Learning ◽  
Higher Educational Institutions ◽  
Technology Learning ◽  
Educational Processes ◽  
Higher Educational

The topicality of the research problem is connected with transformative digital learning (TDL) in the context of higher education. The presence of technology in educational processes leads to a significant restructuring of the learning environment, promoting deep, strategic and personalized learning in lecturer-student collaborative teams, incorporating effective technology learning methods and learning to be based on new experiences and values creation. This article will review the issue of learning process in higher educational institutions focusing on traditional and transformative learning concepts. It is the preliminary result of on going applied research of RTA Research Institute for Regional Studies (RIRS).The aim of this article is to determine the necessity of learning process transformation in higher educational institutions analyzing proposals of experts from Latvian higher educational institutions and define the perspectives of TDL in the context of higher education. The research is based on two-part survey conducted for Latvian experts: 1) comparison of traditional and transformative learning concepts; 2) proposals for TDL perspectives and implementation. The results showed the necessity of learning process transformation, indicating the perspectives and its implementation problems.   

scholarly journals Exploring the use of text and instant messaging in higher education classrooms

2013 ◽  
Vol 21 ◽  
Author(s):  
Sharon Lauricella ◽  
Robin Kay
Keyword(s):  
Higher Education ◽  
Text Messaging ◽  
Instant Messaging ◽  
Peer To Peer ◽  
Ease Of Use ◽  
Comfort Level ◽  
Learning Technology ◽  
Education Students ◽  
Faculty Interaction ◽  
Frequency Of Use

This article examined how higher education students used text and instant messaging for academic purposes with their peers and faculty. Specifically, comfort level, frequency of use, usefulness, reasons for messaging and differences between peer-to-peer and peer-to-instructor interactions were examined. Students noted that they were very comfortable with using both text and instant messaging. Text messaging was used weekly with instructors and daily with peers. Instant messaging was used rarely with instructors but weekly with peers. Students rated text messaging as very useful and instant messaging as moderately useful for academic purposes. Key reasons cited for using both text and instant messaging included saving time, resolving administrative issues, convenience and ease of use. Text messaging appears to be the preferred mode of communication for students with respect to communicating with both peers and instructors. It is concluded that both text and instant messaging are useful and viable tools for augmenting student's communication among peers and faculty in higher education.Keywords: text messaging; instant messaging; student–faculty interaction; peer-to-peer interaction(Published: 3 September 2013)Citation: Research in Learning Technology 2013, 21: 19061 - http://dx.doi.org/10.3402/rlt.v21i0.19061

scholarly journals TECHNOLOGICAL COMPETENCE OF HIGHER EDUCATION STUDENTS AS A PROBLEM OF PEDAGOGICAL SCIENCE AND PRACTICE

2020 ◽  
pp. 115-122
Author(s):  
I. Buhun ◽  
L. Kravchenko
Keyword(s):  
Higher Education ◽  
New Technologies ◽  
Professional Competence ◽  
Human Interaction ◽  
Professional Activity ◽  
Learning Technology ◽  
Teacher Competence ◽  
Education Students ◽  
Technological Competence ◽  
Pedagogical Science

The article on the basis of competence and technological scientific approaches considers the understanding of technological competence of higher education students in the domestic pedagogical science and practice. Attention is focused on the idea of comparing pedagogical processes with production ones in the works of Ya.A. Comenius, A. Makarenko, famous Ukrainian (A. Aleksyuk, V. Bondar, I. Zyazyuna, V. Loza, I. Pidlasy, etc.) and foreign (B. Bloom, M. Woolman, M. Clark, P. Mitchell , R. Thomas and others). The main provisions of the competence scientific approach (O. Guzman, G. Selevko, O. Savchenko, V. Serikov, I. Khutorsky, etc.) are emphasized, which emphasize the technological component of professional competence of specialists of different qualifications. In the content of technological competence of higher education students there are two blocks (block of knowledge - methodological-theoretical, information-content, methodical, technological, creative; block of techniques - a set of different methods and techniques of human interaction with equipment, machines and other tools that determine the ability to design and design new technologies, the development of creative abilities of the specialist). A distinction is made between the concepts of "pedagogical technology" (contains operational and operational and procedural components of teacher or teacher competence) and "production technology" (is a system of creative and technological knowledge, abilities and stereotypes of instrumentalized activities to create or transform objects of reality into selected professional field). The experience of defining the concept of "technological competence of a specialist" in the main meanings is systematized: 1) communication technology, interaction technology, technology of organization of individual activity; 2) traditional learning technology, which means the use of methods, tools and forms; 3) the focus of the specialist on achieving the planned result (set and sequence of methods and processes for the implementation of the project product or work). In the context of this, the understanding of technological competence of higher education seekers as an integrated personality trait containing knowledge, technological skills, creative and technological abilities, technological reflection on the leading processes of professional activity and creativity is chosen.

scholarly journals Predictors of perceived importance and acceptance of digital delivery modes in higher education

2014 ◽  
Vol 22 ◽  
Author(s):  
Anne Mertens ◽  
Joachim Stöter ◽  
Olaf Zawacki-Richter
Keyword(s):  
Higher Education ◽  
Individual Performance ◽  
Learning Technology ◽  
Digital Learning ◽  
Student Survey ◽  
Perceived Importance ◽  
E Learning ◽  
Using Data ◽  
Acceptance Model ◽  
Digital Delivery

Teaching and assessment in higher education institutions are increasingly supported by digital tools and services. Students, however, perceive and value the importance of such e-learning offerings in very diverse ways. The goal of this article is to examine which predictors significantly influence students’ perceptions of the value of digital learning formats. Based on Küpper's acceptance model, we generate hypotheses that are subsequently tested using data from a German student survey. The results show that individual-related characteristics, especially motivation and orientation patterns of students, have a high impact on the perceived importance of digital learning formats. Our analyses indicate that besides individual performance and motivation, the practical orientation of a student is also a key predictor for a high rating of the importance of digital learning formats. An analysis of characteristics regarding the field of study shows that students who major in economic sciences, especially those who frequently work with digital learning formats in their classes, find them significantly more important than students who major in social science. Regarding innovation-based characteristics, students who express a need for flexible course offerings rate the use of digital learning formats as particularly important. The discussion provides an evaluation of the results of the student study based on the hypotheses and presents further implications.Keywords: digital learning formats; online learning; online learner characteristics; motivation; perceived benefit(Published: 15 April 2014)Citation: Research in Learning Technology 2014, 22: 23342 - http://dx.doi.org/10.3402/rlt.v22.23342

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